O ensino de Física para estudantes surdos: um olhar para uma experiência com professor bilíngue

Abstract

We studied physics to understand and comprehend the workings of nature and the world around us, how and why certain phenomena occur. However, the presence of Physics in the academic component is constantly contested by students, inquiring why study such science when they does not aim to be scientists. The importance of their study lies in the fact that physics, by studying nature, is involved in any other field of study, be it medicine, engineering, architecture, biology. But even with this level of comprehensiveness and importance, many students encounter many difficulties. Exactly for its importance in shaping society, many studies have been done to remedy difficulties encountered by most students. Many authors conducted studies to identify and address the difficulties faced by students (Moreira, Ostermann, Greca, etc.). These studies, however, include only regular students, leaving aside a whole range of students. This study aims to identify the difficulties surrounding the learning and study of physics for deaf students, for this to serve as reference for future improvements in teaching and education of the deaf, since they have a different way of looking at the world, and need a differentiated attention, as shown by Quadros (2006). This work was structured observation of a class of high school Ceará Institute of Education of the Deaf (ICES) composed only of deaf students (10). At the end of the observation was made an interview with the class physics teacher, and based on interviews and observations, we conclude that teaching is not appropriate, and that the future of deaf education is a bilingual school.